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The affordances of online learning have the potential to improve Ìý´Ú´Ç°ùÌý by allowing  and flexibility to meet individual needs. However, there are significant  and language processing demands that may be particularly challenging for this population. With that in mind, Ìý²ú²âÌý may increase students’ ability to engage in online settings. This study implemented a computer mediated, blended classroom setting in order to assess students’ understanding of statistics concepts following synchronous and asynchronous online, video-based discussion sessions. Social presence theory predicts that the Ìý´Ç´ÚÌý should improve social presence, thereby increasing student engagement and performance. Data was collected from 105 students with high-incidence disabilities using a  experimental design with a within subjects quantitative component. Our findings indicate that while  expressed preference for synchronous discussions, including self-reported greater engagement and self-reported improved comprehension, their performance on assessments of conceptual understanding was slightly better following asynchronous discussions. Implications for these disparities between preference and performance are discussed.